Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Robyn Moloney
Contact via robyn.moloney@mq.edu.au
C3A810
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
TEP431(P) and (TEP401(S) or TEP414(S))
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Corequisites |
Corequisites
TEP402 or (TEP404 and EDTE456)
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit provides an extension of the work undertaken in TEP431. Topics include assessment; meeting the needs of individual students; languages and the community; and curriculum renewal. Intending primary students focus upon the integration of languages across the key learning areas. Those intending to teach at secondary level focus upon ways of developing all language skills through study of the prescribed senior options.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Reflection on practicum | 35% | week 7 |
Advocacy resource | 30% | week 9 |
Unit of work | 35% | week 13 |
Due: week 7
Weighting: 35%
Critical reflection Essay
Due: week 9
Weighting: 30%
ICT-based creation of resource for languages advocacy to parents and community
Due: week 13
Weighting: 35%
Create Stage 6 unit with resources and assessment
Delivery : this unit is offered in 11 workshops ( weeks 3-13), of 3 hours duration, Tuesday 4pm-7pm.
Resources: this unit is supported by resources supplied on iLearn, and wider reading available through the library
Changes: This unit has had changes made to it since its last offering, due to evaluation, student input and consultation
Technology : Students need access to a computer and the internet.
week | content |
1 | no class |
2 | no class |
3 | Introduction; critical discussion of practicum, Behaviour management; Good language teaching |
4. |
Beginners syllabus |
5. | Understanding adolescents and activities.ICTs for senior teaching ; |
6. | Continuers syllabus. Advocacy for languages |
7. | Writing assessment items in listening and reading Stage 6 and focus on Listening |
8 | Teaching in the TL What is good assessment? |
9. | Higher order Thinking skills in languages- the Extension syllabus |
10. | Teaching Grammar Stage 6. ACARA and the Australian Curriculum : Languages |
11. | Extension syllabus. Visual literacy skills. Autonomous learning in languages. |
12. | presentations assessment 3 |
13 | presentations assessment 3 |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
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We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by: